An Argument for Metacognition and Reflection: Students can use knowledge without being able to explain how they did so.
Metacognition - Thinking about Thinking
Definition: learners' automatic awareness of their own knowledge and their ability to understand, control, and manipulate their own cognitive processes.
“I am engaging in metacognition if I notice that I am having more trouble learning A than B; if it strikes me that I should double-check C before accepting it as a fact; (...) if I become aware that I am not sure what the experimenter really wants me to do; if I sense I had better make a note of D because I may forget I; if I think to ask someone about E to see if I have it right.” -Dr. John Flavell, Developmental Psychologist at Standford University (1975)
Key Metacognitive Skills
from Educational Psychology by Dr. Edward Vockell, Purdue University
Metamemory: a student's knowledge and awareness of their own memory system and strategies; knowing which strategy to use for which task.
Metacomprehension: a student's ability to monitor their understanding of information being given or consumed; using strategies to correct comprehension failure when it is identified.
Self-Regulation: a student's ability to make adjustments in their own learning; understanding what strategies are available, the purposes they serve, and being able to select, employ, monitor, and evaluate their use of these strategies.
Classroom Examples
documenting a thinking process - perhaps in a screencast
making plans for revision after identifying problems
identifying and correcting a mistake; explaining why the mistake was made
Reflection = When Learners Make Explicit Their Metacognitive Processes
An Argument for Metacognition and Reflection: Students can use knowledge without being able to explain how they did so.
Metacognition - Thinking about Thinking
Definition: learners' automatic awareness of their own knowledge and their ability to understand, control, and manipulate their own cognitive processes.
“I am engaging in metacognition if I notice that I am having more trouble learning A than B; if it strikes me that I should double-check C before accepting it as a fact; (...) if I become aware that I am not sure what the experimenter really wants me to do; if I sense I had better make a note of D because I may forget I; if I think to ask someone about E to see if I have it right.” -Dr. John Flavell, Developmental Psychologist at Standford University (1975)
Key Metacognitive Skills
from Educational Psychology by Dr. Edward Vockell, Purdue UniversityMetamemory: a student's knowledge and awareness of their own memory system and strategies; knowing which strategy to use for which task.
Metacomprehension: a student's ability to monitor their understanding of information being given or consumed; using strategies to correct comprehension failure when it is identified.
Self-Regulation: a student's ability to make adjustments in their own learning; understanding what strategies are available, the purposes they serve, and being able to select, employ, monitor, and evaluate their use of these strategies.
Classroom Examples
Reflection = When Learners Make Explicit Their Metacognitive Processes